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Graduate Course Proposal Form Submission Detail - PHC6507
Tracking Number - 2300

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Current Status: Approved, Permanent Archive - 2011-05-10
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change of prerequisites adding PHC 6505 to existing statement. Change title to Health Education Intervention Methods Change of course title to reflect contemporary developments in the field and meet certification standards in the field. New course title will be "Health Education Intervention Methods."
Comments: College approved 5/27/10; GS recd 6/21/10; Reviewed 8/18. Pending revision to objectives; Major topics. New info recd; GC Approved 3/21/11. to System 3/24/11. To SCNS 4/1/11. Approved effective 5/15/11. posted in banner

Detail Information

  1. Date & Time Submitted: 2010-03-11
  2. Department: Community and Family Health
  3. College: PH
  4. Budget Account Number: 640500
  5. Contact Person: Kay Perrin
  6. Phone: 9746704
  7. Email: kperrin@health.usf.edu
  8. Prefix: PHC
  9. Number: 6507
  10. Full Title: Health Education Methods
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Health Education Methods
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: PHC 6500 and PHC 6505
  23. Corequisites:
  24. Course Description: Prepares students to analyze and incorporate effective content and process in health education program delivery. Open to non-majors.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in health education, public health or a related field.
  29. Objectives: This course helps practitioners implement programs from an ecological perspective, that is, to address not only micro level applications but also macro level changes in policy, community, institutions, environment, social marketing, and public education. By addressing multiple levels, there is better opportunity for behavior change to occur and be maintained.
  30. Learning Outcomes: By the end of the course, the student will:

    Plan a set of learning opportunities building upon and reinforcing mastery of preceding objectives

    Employ a wide rage of educational methods and techniques

    Infer educational objectives that facilitate achievement of specified competencies

    Match proposed learning activities with those implicit in the stated objectives

    Formulate a wide variety of alternative educational methods

    Select strategies best suited to implementation of educational objectives in a given setting

    Apply individual or group process methods as appropriate to given learning situations

    Utilize instructional equipment and other instructional media

    Select methods that best facilitate practice of program objectives

    Pretest learners to ascertain present abilities and knowledge relative to proposed program objectives

    Analyze learner characteristics, legal aspects, feasibility and other considerations influencing choices among methods

    Determine the availability of information, personnel, time and equipment needed to implement the program for a given audience

    Appraise applicability of resources and materials relative to given objectives

    Utilize instructional resources that meet a variety of in-service training needs

    Demonstrate a wide range of strategies for conducting in-service training programs

    Evaluate the worth and applicability of resource materials for given audiences

    Compare different methods for distributing educational materials

  31. Major Topics: Needs Assessment: Health, Behavioral, and Environmental Assessments; Ecological Models; Use of Logic Models for Planning and Strategy Development; Developing and Pre-testing Concepts; Program Implementation with Program Components and materials; Assessing Effectiveness and Making Refinements; Special Challenges and Controversial Topics, Professional Competencies, and Ethics.
  32. Textbooks: 1) Bensley, R.J, & Brookins-Fischer, J. (Eds). (2002) Community Health Education Methods: A Practitioners Guide. New York: Jones and Bartlett.

    2) PSAs That Work: Guidelines to help you select or produce effective health promotion public service announcements. Health Promotion Resource Center. Stanford Center for Research in Disease Prevention. (415) 723-0003.

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work:
  38. Program This Course Supports: Health Education concentration in public health
  39. Course Concurrence Information: Maternal and Child Health concentration and Behavioral health concentration in public health as well as other public health and health behavior disciplines.


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.